The provision and efficacy of peer feedback in blogs versus paper-based writing
Bibliographic Data
| ID | 22299205 |
|---|---|
| Authors | Maria-Lourdes Lira-Gonzales (0000-0002-1097-4170, Université du Québec en Abitibi-Témiscamingue), Hossein Nassaji (0000-0002-5936-3901, University of Victoria) |
| Year | 2019 |
| Volume | 170 |
| Issue | 2 |
| Pages | 228-250 |
| Publication date | 2019-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | ITL - International Journal of Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0019-0829 • E-ISSN: 1783-1490 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/itl.19011.lir |
| OpenAlex | W2971762722 |
| Language | EN |
| Citations received | 2 |
| References cited | 52 |
While the use of blogs has gained increasing popularity among second language (L2) writers, research into their role in developing L2 writing ability is yet underdeveloped. In particular, investigations into the use and effectiveness of peer feedback on L2 blogs are limited. The current study sought to fill this gap by comparing the provision of peer feedback in blogs versus on paper. Participants were a class of ESL students in a TESL university program in Quebec who produced written texts both in blogs and on paper, received peer feedback, and then revised their texts. Altogether, the findings suggest that while both blogs and paper can be influential mediums for L2 writing, they may inspire different types of errors, elicit different types and degrees of feedback, and lead to differences in subsequent revisions
Class (philosophy) · Linguistics · Mathematics education · Peer feedback · Peer review · Political science · Popularity · Second language · Second language writing · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reflective Practices in Education · Social Psychology · Student Assessment and Feedback
Evidence in support of written corrective feedback
The role of individual differences in L2 writing
Second Language Writing Research and Written Corrective Feedback in Sla
A typology of written corrective feedback types
The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing
Reducing Composition Errors
To give is better than to receive
The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course
The Influence of Teacher Commentary on Student Revision
Training effects on computer-mediated peer review
Corrective feedback preferences and learner repair among advanced ESL students
A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum
Developing Writing Through Blogs and Peer Feedback
Examining the Effect of Feedback in Beginning L2 Composition
Exploring the Blogosphere
A New Perspective on Peer‐Editing
Adventures in the blogosphere
Using peer feedback in the ESL writing class
Error feedback in L2 writing classes
Formative assessment and self-regulated learning
The Case Against Grammar Correction in L2 Writing Classes
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |